Enhancing Curriculum Design with Technology Outcomes from the Jisc Institutional Approaches to Curriculum Design Programme
Contents
Introduction 1 About curriculum design
2
Elements of the curriculum design cycle:
Engaging stakeholders
4
Making the case
6
Capturing the process
8
Enabling design conversations
10
The curriculum design cycle
12
Validating 16 Communicating the outcomes
18
Realising the design
20
Feedback and review
22
About the programme
24
Acknowledgements
Back cover
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Introduction
Enhancing Curriculum Design with Technology offers
While the programme has resulted in some significant
points for discussion, pragmatic tips and hands-on
reforms to institutional systems, outcomes have also included
resources from the Jisc Institutional Approaches to
enhanced design practices. Chief among these has been
Curriculum Design Programme to enable those involved
greater recognition of the value of team-based approaches to
in curriculum design and approval in higher education to
curriculum design and an increase in opportunities for
enhance their practices through the use of technology.
dialogue and collaboration. Strategies for stakeholder
During 2008–2012, the Institutional Approaches to Curriculum Design Programme (otherwise known as the Curriculum Design Programme) investigated how curriculum
engagement, partnerships with students and opportunities for reflective, community-based design activities have all been significantly advanced through the work of the programme.
development can be made more agile, flexible and responsive
The focus of this publication is on such practice-based
with the support of technology. Running in parallel was a
outcomes. While recognising the impact of streamlined
partner programme, Transforming Curriculum Delivery
systems on curriculum design, Enhancing Curriculum Design
through Technology, which explored the impact of technology
with Technology offers readily transferable strategies, ideas
on the delivery of the designed curriculum to students.
and resources to assist those involved in curriculum design in
During the four-year lifespan of the Curriculum Design Programme, 12 projects based in UK universities addressed some significant organisational, technical and educational issues in their bid to enhance curriculum design in their institutions. Their achievements demonstrate the potential
improving the relevance and responsiveness of practices in their institutions – aims that have increasing urgency in an uncertain economic climate. Enhancing curriculum design, after all, is a fundamental step towards enhancing the learning experiences of students.
for substantial change in the systems, processes and practices relating to curriculum design in institutions of varying types and backgrounds.
“The ultimate goal [of the programme] has always been to enhance the curriculum offer, making it more responsive to new markets and needs, more sustainably delivered, more flexible, and more attuned to the capabilities required by graduates in the 21st century.” Institutional Approaches to Curriculum Design: Final synthesis report
1
About curriculum design Much has been learned from the Jisc Curriculum Design Programme about the processes and practices of curriculum design and how these can be enhanced through the use of technology.
Enhancing curriculum design Tackling the challenges associated with curriculum design by means of technology was the aim of the 12 projects in the programme. Their work has demonstrated that harnessing
Broadly speaking, we now understand that curriculum design
the full potential of technology can revolutionise a number of
entails two types of activity: educational design – the decisions
curriculum design processes and practices.
taken by curriculum teams as they design the learning experience – and connected institutional processes – for
In terms of design processes, these have included: Improved information flow
example, information management, market research,
g
marketing, quality enhancement, quality assurance and
g
programme and course approval.
g
Thus curriculum design is likely to involve a complex interplay
g
Reliable ‘single-truth’ sources of information More efficient administrative processes Efficiency and effectiveness gains from streamlined approval events
between the institution’s mission and values, underpinning systems and processes and the expertise of those developing
Improved access to pedagogical guidance for those
g
and delivering curricula in higher education. Changing one aspect such as business and course information can have
designing and describing curricula Greater consistency in quality assurance and
g
a knock-on effect elsewhere, for example, on approval
approval procedures
or recruitment. Greater competition is bringing these processes and practices into sharper focus as students look for a wider range of benefits from their courses. However, established practices all too frequently work against the agile, responsive curricula required by 21st century institutions, students and employers. Enhancing even some aspects of curriculum design can help universities, and those studying or working with them, to gain an advantage in challenging times.
Design practices have also been enhanced by skilful uses of technology. In particular, technology has offered new ways of visualising, capturing and discussing designs, bringing originality and collaboration to what has all too often been a risk-averse, insular process. Designs can also be more readily shared through technology, for example, with employers and professional bodies. And with the introduction of technology has come the involvement of a wider range of professionals in the design process, and a greater emphasis on students as partners in curriculum design.
Curriculum design is generally understood as a high-level process defining the learning to take place within a specific programme of study, leading to specific unit(s) of credit or qualification
Enhancements to design practices have included: A greater focus on the design process, allowing for
g
light-touch approval events Richer ways of engaging stakeholders, including students,
g
in the development of curricula Effective ways of representing and modelling curricula
g
Reduction in the time spent on administrative tasks
g
Improved understanding of educational principles as a
g
benchmark for design quality 2
About this publication
Through this publication you can:
Enhancing Curriculum Design with Technology is structured
g
Find out about recent Jisc-funded work on innovative approaches to curriculum design
around the sequence of activities typically involved in the design cycle. A representation of the cycle can be found in the centre pages of the publication.
Discover the benefits gained and lessons learned
g
Become better informed about underpinning systems
g
and processes
The focus in each section of the cycle is on sharing achievements, lessons learned and resources from the programme to support more effective approaches to curriculum design. Owing to the interlinked nature of the
Consider curriculum design initiatives of your own
g
Explore new resources to support you on your journey
g
activities involved in curriculum design, the publication also touches on enhancements to information management,
Further information on the Jisc Curriculum Design
communication processes and the wider student experience
Programme can be found in a dynamic web-based
that become possible when institutions fully embrace the use
toolkit, the Design Studio.
of technology in the systems and processes that underpin the curriculum. To differentiate between background information and guidance of a more immediate nature, the content of each section is divided into two parts: Important to know and Strategies to try. You will also be prompted to try
http://jiscdesignstudio.pbworks.com Complementary resources on process improvement, course information management and other curriculumrelated topics can be found at www.jiscinfonet.ac.uk/curriculum
resources developed by the projects by following links in the Over to you sections.
Who this publication is for A wide range of roles are touched by or directly involved in curriculum design – from curriculum managers to students, from marketing departments to quality assurance personnel, from professional and administrative staff to curriculum managers and academic teams. Thus this publication will be of relevance to you if your day-to-day work involves: Curriculum design and approval
g
Strategic approaches to learning and teaching
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Management and marketing of programme and course
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information Promotion of graduate attributes and employability skills
g
Educational development
g
Quality assurance and enhancement
g
3
Engaging stakeholders What this means
Engaging the interest of each stakeholder group is the
g
next key step. Dialogue has to be framed in a way that is
Involving stakeholders in the practices of curriculum design
accessible to each stakeholder and expectations carefully
introduces fresh insights that can change for the better the
managed so that shared, achievable goals remain at the
way a course or module is designed and realised. Most institutions already have in place strategies for involving
core of the agenda. Stakeholders on the periphery of the design process, such
g
students, employers and professional bodies in curriculum
as potential students, need clear information about the
design and, increasingly, the contribution of other
nature and extent of their involvement to avoid raising
stakeholders is being recognised. Professional and IT staff,
expectations that are difficult to meet. Nonetheless,
business and community representatives and student alumni,
widening the range of stakeholder groups can only enrich
for example, can all play a part in developing the curriculum.
your understanding of what makes a design effective and
Who the key stakeholders are in your context is one of the
help you recognise and address wider issues.
first questions to resolve. Meaningful engagement of each stakeholder group is the next challenge; choosing the most appropriate strategy for each
Strategies to try As levels of engagement are likely to vary in line with
g
individual stakeholder enables dialogue to be successfully
the degree of involvement in the design process, using
initiated and sustained. Online discussion tools, for example,
frameworks for communication, such as the stakeholder
enable conversations to commence and be sustained at
engagement matrix produced by Birmingham City
a distance while learning design tools offer a more
University’s Technology-Supported Processes for
sophisticated means of visualising and sharing designs with
Agile and Responsive Curricula (T-SPARC) project, can
stakeholders – the rich representations of the curriculum
help you prepare for different types of interaction.
such tools support can make designs more accessible for
Workshops provide time and space away from daily
g
some stakeholders. For others, face-to-face, hands-on
routines so are often the most effective strategy for
activities work better; captured as digital images, the evidence
engaging internal stakeholders. There are also benefits to
generated from face-to-face collaboration can have a value
be gained from blogs and online communities, either as
beyond a particular moment in time.
follow-up activities or as a means of engaging the wider design community as demonstrated by the Open
What we have learned Projects in the Jisc Curriculum Design Programme developed
University’s Cloudworks tool. Educational principles provide common ground which
g
a wealth of experience in stakeholder engagement, providing
can frame discussions with stakeholders. Activities in
greater understanding of the potential pitfalls as well as a
a workshop setting offer an equally powerful and
richer variety of engagement strategies. Important to know g
4
unthreatening way of addressing curriculum challenges. Planning ahead helps make full use of information
g
It can be difficult to identify the full spectrum of individuals
acquired from stakeholders. For example, digital records
with a stake in the development of a curriculum. Important
of stakeholder interviews can be used for other purposes
but often overlooked roles with a gatekeeping function
such as building a business case and thus repay the time
include those involved in the day-to-day management of
and effort expended. The process of recording can also
academic quality.
result in a closer working relationship with stakeholders.
“Curriculum design and approval is one of the few institutional processes in which almost all faculty-level processes and central services have a stake.” Principles in Patterns (PiP) project, University of Strathclyde
While it is not easy to engage all those who have a stake in
g
a curriculum, the benefits of doing so are considerable.
Inside story
And in some cases, the engagement process itself can
The UG-FLEX project at the University of Greenwich
engineer a new consensus which helps you implement
devised different engagement strategies for each
solutions to challenging issues.
stakeholder group to clarify the meaning of flexibility in the curriculum from different perspectives.
Inside story
Rich picture workshops explored the issues for
The Supporting Responsive Curricula (SRC) project at
were the preferred approach with students. The success
Manchester Metropolitan University worked with
of the project’s engagement strategies led to wider
employers and professional bodies to identify the skills
institutional changes, including reorganisation of the
expected of graduates as they enter employment.
academic timetable to allow flexible use of the
The project mapped competences required by
university’s estate for learning and teaching across
professional bodies in the health care sector to help
the academic year.
students evidence appropriate skills in their
curriculum staff, while ‘world café’ conversations
achievable target for all course teams.
“UG-FLEX came along and people started to systematically try to work through and disentangle and pull out… issues and look at them in a systematic way.”
SRC project, Manchester Metropolitan University
UG-FLEX project, University of Greenwich
e-portfolios. The team went on to develop a tool for tagging assignments with employability standards, making employment-related skills a transparent and
Over to you Resources to try Birmingham City University T-SPARC project Stakeholder engagement matrix http://bit.ly/jisc-tsparc-sem University of Greenwich UG-FLEX project Rich pictures http://bit.ly/jisc-ugflex-rp
The Open University Learning Design Initiative-Jisc (OULDI-Jisc) project Cloudworks http://bit.ly/jisc-ouldi-cloud
Links to follow up Manchester Metropolitan University SRC project http://bit.ly/jisc-src
Video clips on stakeholder engagement
University of Greenwich UG-FLEX project
http://bit.ly/jisc-ugflex-videos
http://bit.ly/jisc-ugflex
World cafés http://bit.ly/jisc-ugflex-wc 5
Making the case
What this means
Innovative curriculum approaches frequently entail
g
significant changes to processes and practices and
It is increasingly important that the rationale for a new
therefore present a greater challenge. Where the
programme or course demonstrates awareness of future
innovation is to take place alongside or as part of
trends as well as alignment with current institutional aims
mainstream course delivery, established processes and
and aspirations.
cultures can present barriers as in resource distribution
At this stage of the cycle, curriculum designers begin to
and management. Modelling software such as the open
analyse the context in which the curriculum will be delivered.
source solution, Archi, can help visualise where these
Thinking ahead is important in curriculum design. Asking
issues might arise.
questions such as: What kind of students does the institution want to attract in three years’ time? How is the student body changing? What is expected of graduates in the workplace?
Strategies to try Curriculum designers who have access to centralised
g
course data have an advantage when developing a
can result in a firmer rationale.
rationale for future offerings. Where this does not apply,
Market research teams, alumni, employers and professional
it is important to discuss with those responsible how
bodies provide equally valuable routes to identifying and
information flow might be improved to enable you to
addressing market trends, changes in the workplace or
develop a well-informed case.
developments in professional roles that could affect the relevance of the curriculum over the long term. Where a new
The timing of stakeholder engagement can be crucial to a
g
successful business case. Market research teams, for
programme or course is being proposed, the robustness of
example, can help identify trends in the market and should
the business case is particularly important. In this case, the
be involved at an early stage. Business cases at a more
use of business modelling tools can prove helpful.
mature stage of development can be shared with marketing, support and professional staff to obtain their
What we have learned
views on your proposals for resourcing, supporting and
Projects in the Jisc Curriculum Design Programme came to
promoting the course.
understand the importance of building an effective business case for a proposed programme or course. Their experiences
Consider who your partners are when developing your
g
offer valuable insights into this aspect of curriculum design.
rationale. Students, who are increasingly recognised as
Important to know
how far the proposal meets the needs of those who might
key partners in curriculum design, can help you evaluate
Making the case for a programme or course is an integral
apply for the course. At a very early stage in the design
g
part of the design process. All involved should be able to
process, you can thus address needs such as the flexibility
articulate a rationale for the course that takes into
required by work-based or part-time students.
account its relevance to emerging trends. A sound business case is dependent on good market
g
6
A sound business case not only outlines course content
g
but also considers how information about the course will
intelligence which itself is dependent on robust strategies
be communicated to potential students and employers.
for stakeholder engagement and the accuracy of
Student-facing course descriptions as produced by Cardiff
information from previous iterations. Innovative new
University’s Programme Approval Lean Electronic Toolset
designs which cannot draw on information of this kind
(PALET) project, for example, enable applicants to fully
must seek other means of establishing their validity.
understand what the course entails.
“A key purpose of the validation process is the establishing of a business case for a proposed new course, something that is widely recognised as being very difficult to do.” Coeducate project, University of Bolton
When developing the rationale for a new programme or
g
course, be aware of institutional initiatives or strategic
Inside story
intentions that might have a bearing on your proposal.
The University of Bolton’s Coeducate project has
Examples include aims to enter new markets or improve
developed and validated a new framework for
flexibility for work-based and part-time students.
interdisciplinary, inquiry-based learning that enables
Demonstrating the benefits to be gained from the use
work-based students to negotiate their own curriculum.
of technology can further strengthen your case.
In making the case for this innovative approach, the team discovered the importance of good market intelligence, clear communication of course aims and effective
Inside story
business modelling tools. Out of all the challenges the project met in its ground-breaking work, obtaining
Cardiff University’s PALET project worked to improve
reliable market intelligence was singled out as one of
the feasibility of new programmes at the university by
the most critically important stages in the development
exploring different approaches to business case planning,
of a successful business case.
ranging from a light-touch approach to complex, highly
with a proposal going forward to approval.
“In… developing new programmes, a common comment is the difficulty of creating a business model that is required for validation and, in particular, the difficulty in obtaining reliable market intelligence for expected student numbers.”
PALET project, Cardiff University
Coeducate project, University of Bolton
collaborative business propositions. Recognising the need to balance the academic focus of approval events with greater awareness of market relevance, the project produced a template to capture information about the rationale, resources and costs associated
Over to you Resources to try Cardiff University PALET project Business case template
University of Bolton Coeducate project A framework for interdisciplinary, inquiry-based learning http://bit.ly/jisc-coed-idbl
http://bit.ly/jisc-palet-bcase
Links to follow up
Student-facing programme and module
Cardiff University PALET project
specification templates http://bit.ly/jisc-palet-pms Jisc CETIS
http://bit.ly/jisc-palet University of Bolton Coeducate project http://bit.ly/jisc-coed1
Archi modelling software http://archi.cetis.ac.uk 7
Capturing the process
What this means
Capturing the diversity of curriculum design practices was
g
also for some institutions the first step towards more
During the design process, complex decisions are made
efficient approaches to curriculum design. Closer analysis
about the educational aims of courses, and the specific
of activities on the ground sometimes revealed unhelpful
learning approaches, activities and assessment regimes
complexity and duplication of effort alongside rich design
to be adopted.
practices. As a result, some projects worked on formalising
Capturing these decisions and the discussions that have
approaches to curriculum design using modelling or formal
informed them is often overlooked by those involved but
process analysis derived from the world of business.
digital media can readily be used for this purpose. Design
Nonetheless, a balance needs to be struck between
g
tools and modelling languages offer more formal approaches.
standardising capture processes and enabling the creative
The benefits of capturing the design process, by whatever
decision making of curriculum staff to flourish. Although
medium, are considerable. Digital recordings and
the richness and diversity of real-world design processes
representations of the curriculum make preceding
can be difficult to bring into formal approval events,
deliberations and their outcomes accessible and transparent
capturing these processes can encourage innovation,
to others. Decisions can then be justified and explained to
improve transparency and make possible lighter-touch
everyone involved, from external assessors to staff who may
approaches to approval. As digital assets, recordings
be delivering the course several years into the future. There
and representations of these design processes can also
may even be cost benefits if greater transparency leads to
be shared with others to disseminate effective
improved efficiency.
design practices.
What we have learned A number of projects in the Jisc Curriculum Design
Strategies to try Capturing curriculum design discussions as digital media
g
files is straightforward and offers a number of benefits.
Programme have pioneered ways of capturing design
Caught on camera, decision making can be made
processes in digital formats. In doing so they have
transparent and meaningful. Dialogue with external
demonstrated the potential to introduce light-touch
stakeholders such as professional bodies or employers
approval events and increased opportunities to
can be easily verified. And, in some cases, interviews on
disseminate good design practices.
video can change the very nature of the engagement,
Important to know
encouraging greater thoughtfulness about the curriculum. It should be noted, however, that digital recording requires
Design decisions and the discussions around them are
g
often richer, and more complex and original, than would
a data protection policy for collecting and sharing
appear the case from formal approval documents. Little of
recorded media.
the deep understanding curriculum teams possess of
Formal approaches to process modelling can prove
g
effective learning and teaching, for example, is captured in
helpful in determining where current design processes
traditional, paper-based approaches to approval. As a
can be made leaner and more efficient. Such analyses are
result, there is a growing commitment to bringing the real
equally important in the development of radically new
world of curriculum design into the approval process.
curricula. A simple approach to process mapping that works well as a course team activity is demonstrated by the PALET project’s curriculum approval process map.
8
“Anything that can tighten up thinking about why we are producing what we are producing is a good thing, and it is financially a good thing because it can speed up some of the other decisions.” Open University Learning Design Initiative-Jisc (OULDI-Jisc) project, The Open University
Sharing the outcomes of your design discussions and
g
curriculum modelling activities via an online platform can
Inside story
provide a repository of design ideas that helps build tacit
The T-SPARC project at Birmingham City University
knowledge and understanding of curriculum issues and
has developed a radically new approach to approval.
potential solutions across the institution.
One-off, paper-based validation events are replaced by
Thus capturing design processes can establish a richer,
g
more holistic understanding of curriculum design as well as enhancing the efficiency and responsiveness of the processes involved.
Inside story The PiP project at the University of Strathclyde developed an online system known as C-CAP which replaced
a continuous process of curriculum development and enhancement captured via digital media and supported through Microsoft® SharePoint®. To guide course teams in implementing this innovative approach, the T-SPARC project team has produced a rough guide to curriculum design, confident of the benefits the new system offers for integrating authentic, real-world practices into formal approval processes.
that have been proposed and reviewed via C-CAP are then
“If you can see real examples of those students in practice, doing an assignment, working on a project, that’s going to be so much more powerful… because you can see behind the words.”
added to an online repository providing a reference point
T-SPARC project, Birmingham City University
paper-based design and approval processes. By providing timely pedagogic guidance to staff as they engage in the design process, the system builds understanding of what constitutes educationally sound decision making. Designs
for staff across the institution. PiP project, University of Strathclyde
Over to you Resources to try Birmingham City University T-SPARC project Data protection policy for collecting and sharing recorded media http://bit.ly/jisc-tsparc-dp The Rough Guide to Curriculum Design http://bit.ly/jisc-tsparc-rg Cardiff University PALET project
University of Strathclyde Introducing C-CAP http://bit.ly/jisc-pip-youtube
Links to follow up Birmingham City University T-SPARC project http://bit.ly/jisc-tsparc University of Strathclyde PiP project http://bit.ly/jisc-pip
Curriculum approval process map http://bit.ly/jisc-palet-cpm 9
Enabling design conversations A key theme from the Jisc Curriculum
Curriculum staff can also be reticent
g
Design Programme is the importance of dialogue. Indeed, the programme
about sharing designs online. Nonetheless, virtual spaces in which
g
establishes design as an inherently
curriculum teams can discuss
collaborative activity.
design issues and develop successful outcomes are an
What we have learned about tools for planning and discussing curriculum design Important to know Learning design tools such as
invaluable way of enabling an iterative, high-quality approach to curriculum design. Strategies to try
g
The value placed by staff on face-
g
the OULDI-Jisc project’s
to-face activities suggests that
CompendiumLD can support a full
combinations of workshops and
range of design activities from
online design activities may prove
programme creation to learning
the most effective means of
activity design. Such tools enable
facilitating design conversations.
curriculum designers to model the curriculum then share and discuss
A format that meets the needs of
g
most stakeholders is a time-based
the outcomes with stakeholders.
representation of the designed
However, time and commitment are
g
course or module linked to a set
needed to learn new tools. While
of educational principles or proven
virtual design practices offer some
approaches. This activity can be
efficiencies, they should be seen as
conducted online as well as face
enhancing the quality of design
to face.
conversations rather than saving time.
Learning design tools are not the
g
Finding a way of representing
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educational designs that is clear and acceptable to all disciplines and cultures still remains a challenge.
only option. Generic technologies such as Google Docs™ or Microsoft Sharepoint can also support collaboration on curriculum design.
Inside story The CompendiumLD tool developed by the OULDI-Jisc project offers curriculum designers a number of benefits. Chief among these is the ability to collaborate on design activities at a distance. In addition, the project has developed a set of course mapping and profiling templates and activities. Available in the Cloudworks Learning Design Toolbox, these simpler tools help visualise the consequences of design decisions on pedagogy, cost and the student experience. “One of the OULDI-Jisc project’s key aspirations is to enable teachers to shift away from a focus on content and subject matter to thinking more holistically and laterally about the design process.” OULDI-Jisc project, The Open University
10
“A new delivery mechanism can change a design totally… …so new technologies in particular can drive the design process.” T-SPARC project, Birmingham City University
Over to you Resources to try Digital tools and activities to support
Other tools to support online design activities
designing, visualising and discussing
Cardiff University PALET project
the curriculum
The PALET project set up an online
The Open University OULDI-Jisc project The Learning Design Toolbox offers a suite of tools to enable staff design, visualise and share representations of
community in Lotus® (now IBM) Connections Supporting curriculum design workshops http://bit.ly/jisc-palet-wshop
the curriculum. These include:
Staffordshire University Enable project
Cloudworks: a tool for networking,
The Enable project combined a number
sharing and discussing design ideas
of simple, readily available
http://bit.ly/jisc-ouldi-cloud
technologies to support discussion
CompendiumLD: a tool for planning,
Technology-supported learning
representing and sharing sequences
development planner
of learning activities
http://bit.ly/jisc-enable-ldp
http://bit.ly/jisc-ouldi-comld
University of Bolton Coeducate project
Course features cards: downloadable
The Coeducate project developed an
cards to help teams design and describe their courses http://bit.ly/jisc-ouldi-cfc
online version of the Viewpoints storyboard activity, allowing cards to be placed on a canvas, annotated and
Course map: a tool for mapping
shared virtually
course or module elements
Design widget
http://bit.ly/jisc-ouldi-cmap Digital literacy facilitation cards: downloadable cards to embed digital literacies in the curriculum http://bit.ly/jisc-ouldi-dlfc
http://bit.ly/jisc-coed-vld
Links to follow up Jisc Institutional Approaches to Curriculum Design: Final synthesis
OULDI-Jisc learning design ‘lite’
report
workshop template: introductory
http://bit.ly/jisc-cdsynthesis
activities on learning design http://bit.ly/jisc-ouldi-lite Activity (Pedagogy) profile: a tool for mapping learning activities http://bit.ly/jisc-pedprof 11
The Open University OULDI-Jisc project http://bit.ly/jisc-ouldi
The curriculum design cycle
The case for change When the Jisc Curriculum Design Programme was launched, design practices were often localised, unquestioned and unresponsive to changing circumstances. Through a combined focus on organisational, technical and educational issues, the work of the projects has introduced transformative approaches to curriculum design, sometimes on an institution-wide scale.
Capturing the process
“Without exception, the discussions that take place during panel events demonstrate the presence of better design than is obvious through the documentation.” “The baseline review found that the formal module production process required limited consideration of pedagogy early in the module development process.”
Making the case
“When you are expected to produce a document within quite a short space of time, it’s quite problematic having to go around accessing lots of different people and get the information from a number of different sources.” “A primary driver for the project at the outset was a belief that the university’s systems and processes were acting as a constraint to the development of a more flexible curriculum.” “A focus on the products… rather than the process of curriculum design distracts activity away from rich team discourse and innovative solutions to curriculum design challenges.” 12
Engaging stakeholders
Outcomes from the programme “The management of curriculum designs as ‘knowledge assets’ was considered to support a number of key academic quality processes and better enable responsive A holistic view of the student curriculum design.”
Enabling design conversations
experience
Validating
Communicating the outcomes
Trusted, timely course information
“The successes at more than one of the external pilots have undoubtedly Awareness of strengthened technology as an enabling factor the internal case for adopting a learning design approach.” A culture of responsiveness to change
Realising the design Feedback and review Supportive communities of practice
“It is possible to achieve success in changing or improving the Awareness of the process, practice value of team-based and perception of approaches curriculum design yet this requires a combination of elements working together.”
13
“… engaging stakeholders with ideas is very difficult as long as they remain just ideas, but demonstrators and prototypes which allow a hands-on experience can be much more effective.” Course Tools project, University of Cambridge
Over to you Resources to try Adaptable tools for face-to-face activities
University of Ulster Viewpoints project The Viewpoints project offers a series of user-friendly, reflective resources
Manchester Metropolitan University
for use in workshops on curriculum
SRC project
design. The resources have been
The SRC project offers a set of cards
tested with a range of stakeholders,
representing teaching and learning
including student representatives
activities, types of assessment and
Assessment and feedback cards
outcomes relating to employability and sustainability to prompt discussion around course design issues Course planning cards http://bit.ly/jisc-src-cpc University of Greenwich UG-FLEX project The snakes and ladders tool developed by the UG-FLEX project is designed to help academic staff understand the challenges faced by students before,
Creativity cards Information skills cards Learner engagement cards Module and course view timeline worksheets http://bit.ly/jisc-viewpoints
Links to follow up Jisc Curriculum Design Programme http://bit.ly/jisc-curdesign
on arrival and during the first year of
University of Ulster Viewpoints
study. The resource comes with a
project
guide and downloadable templates
http://bit.ly/jisc-viewpoints
Snakes and ladders tool http://bit.ly/jisc-ugflex-sl
All resources are available to download under a Creative Commons licence for use in an educational context and can be modified to suit your purpose.
14
“An overwhelming theme from feedback… was the opportunity... to take ‘time-out’ from the day-to-day academic role and focus on the design of [a] module.” Open University Learning Design Initiative-Jisc (OULDI-Jisc) project, The Open University It is not only in online environments
Curriculum staff are more likely to
g
that design conversations flourish.
be guided by educational principles
Many projects record the high value
in their decision making after taking
staff place on collaborative, face-
part in workshop activities that
to-face activities such as workshops.
establish these as a benchmark.
What we have learned about workshops on curriculum design
Strategies to try Workshop activities run more
g
smoothly if simple, tangible formats, such as cards and timelines or rich
Important to know
pictures, are used to prompt
Workshops provide much needed
discussion and develop ideas.
g
time away from daily routines to
As activities work in different ways
g
focus on curriculum design. In the
for different users, a pick-and-mix
neutral space of a workshop, groups
approach is likely to be more
of stakeholders can combine to
effective than a one-size-fits-all
discuss curriculum challenges and
methodology.
learn from each other’s perspective. In most cases, the dialogue that
A representation of the curriculum
g
as experienced by students is an
ensues is as valuable as the
ideal goal for all participants.
outcomes.
These representations should
Workshops enable a shared
g
always be recorded for reuse,
language to develop, establishing
ideally, in formats that can be
curriculum design as a professional,
shared with stakeholders.
collaborative practice based on educational principles.
An online community provides a
g
forum in which design conversations can be sustained over a longer period.
Inside story The University of Ulster’s Viewpoints project has created storyboarding activities for face-to-face workshops based around a canvas and sets of cards that can be selected, arranged, annotated and used as prompts to decision making. The success of the approach shows that time set aside for reflective, hands-on activities can make a significant difference to the forward thinking of curriculum teams. Most importantly, pedagogic values are placed back at the heart of the design process. “In the workshop, these tools help participants… to identify solutions to curriculum design challenges and to maintain an educational rather than content focus, a learning focus rather than a teaching focus.” Viewpoints project, University of Ulster 15
Validating
What this means
Dependence on large-scale, set-piece approval or
g
validation events has been effectively challenged in
The process of compiling evidence for validation or approval
institutions in which a process of continuous curriculum
is time-consuming but often fails to capture the quality of
enhancement has been shown to support innovation
preceding discussions. As a result, a gap is often felt to exist
without sacrificing quality.
between formal validation processes and the real-world practices of curriculum design.
Strategies to try
Now lighter-touch approval events are coming forward in
g
Institutional cultures vary widely and innovative
which curriculum designers demonstrate the quality of their
approaches to validation cannot be undertaken without
design process rather than simply documenting the
preparation. Mapping current validation and review
outcomes. Approval panels are meeting in new ways and
processes and practices can establish a rationale for
considering new kinds of evidence based on an assumption of
change; process maps can demonstrate where duplication
continuous curriculum enhancement. There is reason to
and delays exist in current processes and provide a focus
believe these more agile processes provide a better
for constructive discussions with others.
framework for assuring the quality and appropriateness
Structured online systems such as the University
g
of curricula.
What we have learned
of Strathclyde’s C-CAP system can provide more efficient workflows. Changing the way evidence is gathered can also transform
g
Tackling challenges associated with validation has been the aim
approaches to validation. Video or audio interviews with
of several projects in the Jisc Curriculum Design Programme.
stakeholders provide valuable records of the ‘lived
Their work has been both exploratory and innovative but
experience’ of the curriculum. Equally, digital
nonetheless points towards potentially valuable reforms.
representations of the curriculum, and recorded
Important to know
conversations around their development, can provide evidence of the principles and frameworks that have
In some institutions, a radical overhaul of systems,
g
informed the design.
processes and procedures relating to the curriculum has led to centralising and standardising quality assurance
Digital evidence may initially need to be submitted
g
alongside the mandated documentation to demonstrate
procedures and changing the focus of validation to bring
the value of the new approach – a time consuming process
the educational quality of the design into sharper focus.
in the first instance. It is also important to provide in
Despite support for a more systematic approach,
g
advance a clear outline of any innovative approach to
traditional practices can still exert a strong hold; the
the approval panel and other stakeholders.
culture of validation in some instances is more resistant to change than the mandated procedures themselves. Highly innovative approaches such personalised,
g
negotiated curricula can struggle to gain approval in many validation regimes. Such innovations nonetheless offer valuable test cases against which institutional processes can be assessed for their flexibility and responsiveness.
Working within existing structures can prove just as
g
fruitful. Inviting students to take part in approval and periodic review panels, for example, ensures that the quality of the student experience remains the focus of discussions. Student representatives offer a valuable perspective on the quality of the learning experience, and often respond favourably to digital evidence presented for validation.
16
“[We ran] workshops focused on mapping the current state of the curriculum design and approval processes, highlighting the positive parts of the process, the issues and challenges involved and noting any bottlenecks.” Programme Approval Lean Electronic Toolset (PALET) project, Cardiff University
Where innovative approaches meet with difficulties, the
g
surrounding systems, cultures and working practices are
Inside story
at the very least exposed to critical view, laying the
The SRC project at Manchester Metropolitan University
groundwork for later change.
also aimed to achieve curricula that were more responsive to the needs of students and employers.
Inside story
Streamlined documentation and transparent approval and review processes are some of the outcomes of an
Some projects have found that modelling the big picture
ambitious project that, in conjunction with the
of the curriculum is essential to understand where
university’s EQAL initiative, re-engineered the entire
dependencies, bottlenecks and unexpected
undergraduate curriculum with a sharper focus on
consequences might occur in a proposed curriculum.
formative assessment. At the same time, faculty-based
For example, Archi, an open source modelling tool
approval processes were replaced by a centralised,
developed by Jisc CETIS, was used by Staffordshire
light-touch review and approval system ensuring a
University’s Enable project to contrast the current and
more consistent student experience across all units
future state of business processes at the university.
of learning.
A similar approach was taken to bring together business
developing innovative, flexible programmes.
“The six-year cycle of programme review, modification and approval still takes place, but is now undertaken using a standing panel process. ”
Enable project, Staffordshire University
EQAL initiative, Manchester Metropolitan University
processes, institutional regulations and pedagogic advice in the project’s Flexible Learning Advice and Guidance (FLAG) tool which supports curriculum staff in
Over to you Resources to try Manchester Metropolitan University SRC project Accreditation!: a board game based on
University of Strathclyde Introducing C-CAP http://bit.ly/jisc-pip-youtube
curriculum design and approval processes http://bit.ly/jisc-src-accred Staffordshire University Enable project FLAG tool http://bit.ly/jisc-enable-flag University of Greenwich UG-FLEX project
Links to follow up Manchester Metropolitan University SRC project and EQAL initiative http://bit.ly/jisc-src Staffordshire University Enable project http://bit.ly/jisc-enable
UG-FLEX validation and review process map diagrams http://bit.ly/jisc-ugflex-vrp 17
Communicating the outcomes What this means
project estimated significant savings to the institution each year. Access to timely, accurate course information also
The audiences for information about an approved course
enabled academic staff at the university make a speedier
vary widely, ranging from professional bodies and employers
response to the requirements of the KIS.
to partner organisations and prospective students.
Curriculum staff similarly benefitted from the UG-FLEX
g
In addition, it is likely that curriculum information will be
project’s work on systems interoperability which ended the
required for course marketing, student handbooks and
necessity of re-entering course information into different
reading lists, the virtual learning environment (VLE), Key
systems. The reduction in time spent on these
Information Sets (KIS) and Higher Education Achievement
administrative tasks increased the time available for more
Reports (HEARs). It is no wonder that the efficiency of
creative aspects of curriculum design.
information systems matters more each year to busy curriculum staff.
However, unfamiliar data handling processes may initially
g
increase the workload of administrative and curriculum
With such a variety of user needs, it is also unlikely that one
staff. Thus the value of improving communication
format will suffice. Core information from the validation event
processes should be made evident to those most affected
may need to be supplemented or reformatted, exemplified or
by modelling the process before and after a transformation
simplified to make it meaningful to all those with a stake in
initiative. In general, clear communication about the aims
the curriculum. And to improve the flexibility and relevance of
and progress of such an initiative is of high importance.
information provided, course-related services, information and resources need to be available on a range of platforms and in flexible ways to address the needs of all students.
Strategies to try Good design decisions need to be acted on swiftly as the
g
curriculum moves into the recruitment and delivery phase.
What we have learned
Important activities at this point include ensuring the
During their initial research, projects in the Jisc Curriculum
language and timing of information is right for recipients. The Cardiff University PALET project, for example,
Design Programme found weaknesses in the communication
produced revised programme and module specifications
of course information in their institutions. Enhancements
to ensure course information is transparent and
introduced as a result of the programme achieved both
accessible to students before they enrol.
educational gains and cost savings. Important to know
Revisions to course information templates can help you
g
address key curriculum issues – such as the balance
Prior to the work of the projects, management of course
g
between formative and summative assessment –
information at the funded institutions tended to be
as you write course descriptions. Such small-scale
dispersed, document-based and poorly used, providing
enhancements can have a significant effect over time
stakeholders with little incentive to engage in recording course information. Once processes were enhanced by means of technology-
g
supported systems and improved documentation, benefits were experienced in terms of time and cost savings. For example, as a result of establishing a single source of module information at Cardiff University, the PALET 18
by setting a minimum requirement for design quality. Writing for different audiences nonetheless requires new
g
skills. Forward-thinking institutions have invested in guidance for curriculum staff on writing student-facing course information. Centres for excellence in learning and teaching have often taken up this advisory role.
“The way in which a school engages with the information it provides to students and the way it engages with the design of its provision fundamentally affects the student experience.” Professor Mary Carswell, Pro-Vice-Chancellor (Academic and Employer Engagement), Birmingham City University
Before the introduction of enhanced communication
g
systems and processes, it is important to engage in
Inside story
dialogue with colleagues about the likely impact of the
The PALET project at Cardiff University worked on
changes on workflows to ensure successful
several fronts to ensure more effective communication
implementation of the initiative.
of course information. The project developed web services to enable academic schools to manage the
Inside story
publication of module data; they also restructured the information held in the student information system by
Having first mapped all student-related systems at the
developing templates for module and programme
university, the UG-FLEX project at the University of
descriptions. These developments have transformed the
Greenwich made a series of bespoke changes to its
ability of staff and students to access programme
student records system to increase the granularity of
information. And there is a much greater likelihood that
programme and course information, then made the
the information they use is consistent and accurate.
system available to all users. For academic and
programmes of study. These include online access to
“It is not the cost benefit that is the greatest outcome here, it is… ensuring consistency in the information we are communicating to our students. This enhancement to the student experience is priceless.”
enrolment for overseas students, personalised
PALET project, Cardiff University
administrative staff, the changes have enabled more effective management of curriculum-related information, while students benefit from improved access to up-to-date information and services relating to their
timetables and course-related resources on the VLE. UG-FLEX project, University of Greenwich
Over to you Resources to try Cardiff University PALET project Student-facing programme and module specification
Writing student facing documents http://bit.ly/jisc-predict University of Greenwich UG-FLEX project
templates
Student systems map
http://bit.ly/jisc-palet-pms
http://bit.ly/jisc-ugflex-ssm
City University London Promoting Realistic Engaging
Links to follow up
Discussions in Curriculum Teams (PREDICT) project
Cardiff University PALET project
Learning outcomes guidance
http://bit.ly/jisc-palet
Revising module specifications: a guidance booklet
University of Greenwich UG-FLEX project
Revising programme specifications: a guidance booklet
http://bit.ly/jisc-ugflex
19
Realising the design
What this means
progress more effectively through a taught curriculum. Enhancing information access is now a priority
Putting a design to the test in a real-world learning context
for many institutions.
is a key stage in the iterative cycle of curriculum design and redesign.
As designs are realised in a real-world context, technology-
g
supported processes help monitor student engagement
The curriculum design cycle enters a new phase once
with their courses. Tracking tools, for example, provide
students interact with a designed curriculum. Close
warnings to curriculum staff of emerging issues by making
collaboration is now needed between the multi-professional
visible patterns in student attendance and performance so
teams who support learning and teaching – the IT, learning
that improvements can be implemented before the next
and library staff, careers officers, learning technologists and
iteration of the design. Curriculum staff in institutions that
educational developers who work alongside academic staff to
have invested in integrated systems have an advantage in
provide rich and rewarding learning experiences for students.
this respect. However, data from VLEs and library systems
These staff may themselves need to develop new skills,
can also supply indications of the degree of student
hence the importance of accessible, rich and relevant staff
engagement with set tasks.
development running in parallel to the delivery of the
The human dimension is equally important in ensuring a
g
curriculum to build the capacity of teaching and support staff.
successful interaction between students and the designed
Students who are involved in the development and delivery of
curriculum. As evidenced by user stories from the OULDI-
innovative approaches to the curriculum may themselves
Jisc project, cross-role team meetings and workshops
require support.
encourage understanding and collaboration between academic and support teams, thus enabling a seamless
Further considerations at this point in the cycle include the
and effective curriculum experience for students.
timeliness and accessibility of curriculum-related information
Co-partnership with students in the delivery of the
and systems for monitoring progress as students engage with
curriculum has also enabled new curriculum models
a designed curriculum.
What we have learned Enhancing the learning experience and delivering more
such as coaching to become effectively embedded. Strategies to try Virtual tools and spaces for learning design enable you
g
flexible, responsive curricula were aims identified by the
to experiment and evaluate the quality of your designs in
Jisc Curriculum Design Programme. Outcomes from the
advance of delivery. Online design communities such
programme range from systems enhancements to
as Cloudworks offer public spaces in which you can
personalised curricula, from strategies for embedding
exchange, discuss and refine ideas for enhancing
curriculum initiatives to team-based approaches to staff development. Important to know Outcomes from the programme indicate that student
g
20
student learning. Engaging in staff development opportunities with
g
colleagues from outside the course team builds understanding of each other’s role in the design and
learning benefits from timely, personalised information
delivery of the curriculum, ultimately improving the way
about the curriculum; timetables, reading lists,
curriculum designs are realised and experienced by
assignment deadlines, even opportunities to search
students. A range of stakeholders can benefit, for
examination question databases, all help students
example, from engaging with tools to visualise the
“… Consider the range of delivery methods you intend to utilise [and] how students will experience the module.” The Rough Guide to Curriculum Design, Technology-Supported Processes for Agile and Responsive Curricula (T-SPARC) project, Birmingham City University
on your learning journeys as a curriculum is realised.
curriculum and resources to embed educational principles in the curriculum. Involving students as partners or ambassadors in the
g
realisation of a curriculum initiative – particularly an
Detailed guidance on transformative uses of technology in
g
curriculum delivery can be obtained from the Jisc Curriculum Delivery Programme.
innovative approach – is another way of bringing about unexpected new understandings. Embedding technology effectively into learning and
g
Inside story The Personalised Curriculum Creation through Coaching
assessment activities enhances the delivery of all types of
(PC3) project at Leeds Metropolitan University has
curricula. As one example, e-portfolios can provide you
developed a 20-credit Masters’ level module on
and your students with opportunities to record and reflect
personalised learning through coaching. In addition, a coaching toolkit has supported academic staff in applying
Inside story
the coaching philosophy to other modules. Students have played an active part in the development of the new
The PREDICT project at City University London aimed to
curriculum and taken up roles as ambassadors for the
build capacity by means of a cascading ripple model of
initiative, an approach to curriculum change that has
staff development. Wide-ranging outputs from the
benefited students as well as course teams.
project include a module on technology-enabled
concept, a major talking point at the university.
“We have demonstrated that coaching is a highly effective support process for students, particularly in the areas of selfassessment of competencies and personal development planning.”
PREDICT project, City University London
PC3 project, Leeds Metropolitan University
academic practice and guidance on developing studentfacing programme and module specifications. As a result of this multi-faceted approach to culture change, the project made the curriculum, formerly a little understood
Over to you Resources to try
Also see
City University London PREDICT project
Resources from the Jisc Curriculum Delivery Programme
Cascading ripple model http://bit.ly/jisc-predict-rip
http://bit.ly/jisc-curdelivery
Links to follow up
Leeds Metropolitan University PC3 project
City University London PREDICT project
Coaching toolkit
http://bit.ly/jisc-predict
http://bit.ly/jisc-pc3-coaching
Leeds Metropolitan University PC3 project
The Open University OULDI-Jisc project
http://bit.ly/jisc-pc3
User stories http://bit.ly/jisc-ouldi-stories 21
Feedback and review
What this means
Institutions are becoming more aware of the ability of such
g
technology-enabled systems to support more agile quality
Feedback from the delivery phase takes the cycle forward
processes. The potential gain is not just one of increased
to further enhancement of the curriculum, for example, to
efficiency; a strong finding from the programme is that
a redesign or the introduction of new programmes
improved approval and review processes aid rather than
and courses. Student and staff surveys, achievement and attendance data,
inhibit good educational design. Nonetheless, only the expertise of curriculum designers
g
VLE usage data, cohort comparisons, external assessors’
can enable an effective, educational response to the
reports and dialogue with wider stakeholder groups can all
information provided by learning analytics, whether that
be mustered to inform the next iteration of the curriculum
occurs through revised curriculum offerings or through
design cycle.
responsive teaching and learning support.
What we have learned
Strategies to try
Integrated and well-managed information systems are now
g
Discuss with colleagues how information about course
providing potent new ways of obtaining feedback and
enrolments, student performance, feedback scores and
enhancing the next iterations of a curriculum. Sustainable
quality assurance reports might be gathered and made
benefits can be experienced where such innovations are
available to assist you in undertaking course reviews, as is
underpinned by sound educational understanding and a
now occurring at a number of institutions that have
commitment to involving students as active partners in
participated in the Curriculum Design Programme.
design, approval and review.
g
students offer the clearest insight into the performance of
Important to know
the curriculum. Through the work of the programme and
Course teams may soon have powerful new ways of
g
other initiatives, the concept of ‘listening to the student
understanding and responding to the student experience
voice’ is being extended to one of partnership at different
thanks to tools that support collation and analysis of
stages of the design cycle. For example, at Cardiff
student and course data. Even now, curriculum staff are
University, the PALET team has created the expectation
able to obtain feedback that can help them respond to
that students should be co-partners with academic staff
curriculum issues from data available from commonly
on designing curricula, while at City University London
supported e-submission and e-marking tools.
students are now participating in both approval and
Enhanced information management can enable yet more
g
detailed analysis of the outcomes of an approved curriculum. At the Open University, for example, factors such as student satisfaction, retention, progression and employability can be analysed by module or programme, and across the curriculum offer. These analyses feed back into redesign activities and underpin a process of continuous monitoring and timelier curriculum enhancement.
22
Alongside feedback provided by automated systems,
periodic review panels. g
To help students adapt to these new responsibilities, the Viewpoints project at the University of Ulster has developed an online blended learning module designed for student representatives. The Viewpoints workshop resources can also be used to focus design practices on the student perspective and to support constructive dialogue between staff and students about how a
“We have influenced the periodic review process to be developmental [and] not just an audit.” Promoting Realistic and Engaging Discussions in Curriculum Teams (PREDICT) project, City University London
curriculum has been structured, and how it has subsequently worked out in practice. g
An educational framework, such as the Re-engineering Assessment Practices (REAP) principles, provides a firm basis for discussions around the review of a taught curriculum. While updating information management systems can facilitate more efficient curriculum review and redesign processes, sound educational understanding is essential to the achievement of effective, studentfocused curriculum enhancement.
Inside story
Inside story The Viewpoints project at the University of Ulster has created reflective workshop resources underpinned by pedagogical principles to enable stakeholders to collaborate effectively on curriculum design. The impact of this work has extended beyond workshops to change the nature of the discourse about the curriculum at a strategic as well as at a course team level. This is occurring particularly in relation to assessment and feedback where underpinning principles are becoming embedded into institutional policy and forming the basis of discussions in advance of revalidation. By these
In response to internal feedback, the School of Real
means, the project has established a culture of principle-
Estate and Planning at the University of Reading used
based approaches to the design, approval, review and
CompendiumLD, a learning design tool developed by the
redesign of curricula across the university.
OULDI-Jisc project, to redesign courses in ways that
benefits to students.
“The Viewpoints workshop process has stimulated constructive dialogue and fostered collaboration among informal groups and course teams, and staff and students, helping them build ideas towards a learner-centred curriculum design model.”
OULDI-Jisc project, The Open University
Viewpoints project, University of Ulster
better addressed the needs of students and employers. The team created visualisations of new course structures to prompt discussion and generate feedback. One of the most significant outcomes of the redesign process has been to focus the minds of teaching staff more keenly on
Over to you Resources to try Cardiff University PALET project
University of Strathclyde REAP project www.reap.ac.uk
Student voice framework
University of Ulster Viewpoints project resources
http://bit.ly/jisc-palet-svf
http://bit.ly/jisc-viewpoints
The Open University OULDI-Jisc project
Links to follow up
CompendiumLD: a tool for planning, representing and
The Open University OULDI-Jisc project
sharing sequences of learning activities
http://bit.ly/jisc-ouldi
http://bit.ly/jisc-ouldi-comld
University of Ulster Viewpoints project http://bit.ly/jisc-viewpoints 23
About the programme The Jisc Curriculum Design Programme was supported by a network of organisations and community experts participating in a Support and Synthesis project led by Jisc
Find out more Jisc
infoNet in partnership with Jisc Advance services, Jisc
Institutional Approaches to Curriculum
CETIS, the Jisc Regional Support Centres and the Higher
Design Programme
Education Academy.
http://bit.ly/jisc-curdesign
Outcomes from the programme Independent evaluations of the outcomes of the Jisc Curriculum Design Programme indicate a more flexible curriculum offer, improved learning experiences and more
Institutional Approaches to Curriculum Design: Final synthesis report http://bit.ly/jisc-cdsynthesis Design Studio
effective and efficient design and approval practices in the
A summary of benefits from the Curriculum Design
participating institutions.
Programme
Programme outputs such as the Viewpoints workshop
http://bit.ly/jisc-curdes-ben
timelines and cards and OULDI-Jisc learning design tools
A summary of evaluation techniques from the Curriculum
have been widely adopted across the sector.
Design Programme
In 2013, Manchester Metropolitan University’s EQAL initiative
http://bit.ly/jisc-curdes-eval
which had its roots in the Jisc SRC project won the Guardian
Institutional stories from the Curriculum Design Programme
Student Experience Award.
http://bit.ly/jisc-curdes-stories
With funding from the Jisc Embedding Benefits Programme,
Jisc publications
a number of projects in the Curriculum Design Programme have worked with other institutions in higher and further education and the skills sector to embed outputs and outcomes from their work. Those projects are: Staffordshire University – Supporting Creative Thinking around Course Development Processes The Open University – Open Learning Design Studio (OLDS) MOOC University of Greenwich – Snakes and Ladders: A resource for realising strategies for transition and retention University of Ulster – Panorama
Transforming Curriculum Design: Transforming Institutions (Jisc 2011) http://bit.ly/jisc-curdesign Managing Curriculum Change (Jisc 2009) http://bit.ly/jisc-curdesign Jisc On Air Radio Show A Jisc On Air Radio Show, Curriculum change: designing for the future, discusses the approaches taken by the T-SPARC and SRC projects http://bit.ly/jisc-curdesign-onair Related Jisc work
Further information on the funded projects is available at
Transforming Curriculum Delivery through
http://bit.ly/jisc-embedben
Technology Programme
A suite of complementary resources on curriculum-related
http://bit.ly/jisc-curdelivery
topics is available at www.jiscinfonet.ac.uk/curriculum
National Student Change Agent Network www.hei-flyers.org/wordpress
24
Funded institutions The 12 universities, which took part in the Jisc Curriculum
Staffordshire University Enable project
Design Programme with the aim of transforming
Managing curriculum design initiatives through an
curriculum design in their institutions and their partner
enterprise approach
institutions, are:
The Open University
Birmingham City University
Open University Learning Design Initiative-Jisc
Technology-Supported Processes for Agile and Responsive
(OULDI-Jisc) project
Curricula (T-SPARC) project
Enhancing curriculum design practice through a range of
Transforming institutional culture and practice around
learning design tools, approaches and resources
curriculum design and approval.
University of Bolton
Cardiff University
Coeducate project
Programme Approval Lean Electronic Toolset (PALET)
Developing an inquiry-based curriculum model for more
project
flexible online delivery
Creating a new context for approaches to the design,
University of Cambridge
management and communication of educational provision at the university City University London Promoting Realistic and Engaging Discussions in Curriculum Teams (PREDICT) project Supporting staff development to change the institutional culture of curriculum design Leeds Metropolitan University Personalised Curriculum Creation through Coaching (PC3)
Course Tools project Developing more individualised timetabling and searchable exam question database University of Greenwich UG-FLEX project Enhancing curriculum development processes and underpinning systems for more flexible educational provision University of Strathclyde
project
Principles in Patterns (PiP) project
Developing coaching models and resources within the
Supporting curriculum design and approval processes
curriculum
through a web-based system
Manchester Metropolitan University
University of Ulster
Supporting Responsive Curricula (SRC) project
Viewpoints project
Streamlining the curriculum and associated systems and
Developing workshop processes and reflective resources to
processes to improve efficiency in design and approval
support effective curriculum design
processes and enhance the learning experience
Enhancing Curriculum Design with Technology Further information Web: www.jisc.ac.uk Email: info@jisc.ac.uk Tel:
+44 (0)203 697 5800
Acknowledgments Jisc would like to thank all those who contributed to this publication, in particular: Helen Beetham, consultant to the Jisc Curriculum Design Programme; Marianne Sheppard, Researcher/Analyst, Jisc infoNet; Professor Paul Bartholomew, Head of Curriculum Design and Academic Staff Development, Birmingham City University; Rebecca Galley, Project Officer (OULDI-Jisc),The Open University; Dr Brian Lehaney, Assistant Director Research, Development and Partnerships, The Quality Assurance Agency for Higher Education (QAA); Professor Philippa Levy, Deputy Chief Executive (Academic Practice), The Higher Education Academy; George Macgregor, PiP Project Evaluator, University of Strathclyde, and all those involved in the work of the projects who are too numerous to mention but without whose work this publication would not have been possible.